Challenges and pedagogical conflicts for teacher-Forest School leaders implementing Forest School within the UK primary curriculum

Victoria A. Whincup, Linda J. Allin, Joanna M.H. Greer*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

This paper focuses on challenges experienced by ‘teacher-FS leaders’ implementing Forest School within the neoliberal and risk-averse culture of UK primary school education. Thematic analysis of interviews with 12 ‘teacher-FS leaders’ identified five key themes: embedding Forest School within the curriculum is a long-term process; negotiating the performative culture and curriculum constraints; professional identities, values, and pedagogies; negotiating risk aversion; budget and time constraints. Teacher-FS leaders adapted FS principles to meet the needs of their primary school setting. However, they found ways of overcoming challenges, and sought to persuade others of the value of Forest School and outdoor learning.
Original languageEnglish
Pages (from-to)1-12
Number of pages12
JournalEducation 3-13
Early online date16 Jun 2021
DOIs
Publication statusE-pub ahead of print - 16 Jun 2021

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